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INTERNATIONAL ISSUES

ROBERT E. MARKLAND, Feature Editor, College of Business Administration, University of South Carolina

Going International -- What Are You Doing and How Are You Doing?

by Robert E. Markland, Feature Editor

As management educators, I think that most of us would agree that we must equip the coming generation of managers with both management skills and a truly global perspective that will allow them to operate efficiently in an increasingly global economy. The idea of "internationalization" has been around since the early 1980s, and is probably one of the most used terms in management education (some would say over-used or mis-used). Virtually everyone has jumped on the bandwagon, proclaiming they are doing a particularly innovative job of preparing their students for important (and high paying) international careers. Almost every week I receive a new brochure or catalog from some college or university which highlights what they are doing that is new or unique in international management education.

Not to be outdone, the American Assembly of Collegiate Schools of Business (AACSB) has undertaken several major new initiatives focusing on internationalization. First, and foremost, at its April 1997 Annual Meeting in Boston, its members voted affirmatively on a new name: "AACSB-The International Association for Management Education." This new name more accurately describes the international perspectives and scope of the organization. While the organization's membership is comprised predominantly of business schools located in the United States, membership of non-North American business schools is the fastest growing segment according to William K. Lardlaw, Jr., AACSB executive vice president. Furthermore, AACSB's Board of Directors has adopted a policy of extending accreditation to schools throughout the world.

The AACSB Board of Directors also approved four major international objectives, describing the decision as a "watershed event" in the history of the organization. They are as follows:

  • AACSB will assist member institutions in their efforts to integrate a global and international context and experience into all business school curricula, research and learning activities.
  • AACSB will internationalize itself.
  • AACSB will play a leadership role in the global community of counterpart associations by fostering information exchange and collaborative activities across national and regional boundaries.
  • AACSB will extend peer review activities and accreditation recognition outside North America.

Essentially, AACSB's approval of these four objectives suggests that opportunities for fertile strategic alliances, international peer review and accreditation processes, institutional and corporate partnerships, cooperative research, and the internationalization of faculty and curriculum will no longer be the sole initiative of individual member schools.

Given the widespread acceptance of the importance of the international aspects of management education, how do we go about doing something that is both meaningful and measurable? To address the challenges of internationalization, business schools can pursue several strategies, which are often complementary:

  1. Curriculum Reform. This strategy is probably the one that most schools consider first. It usually begins with a decision to offer one or a series of specific international courses or a decision to "internationalize the whole curriculum" by adding international components to the courses taught in accounting, economics, finance, management, operations and marketing. Offering of specific international courses requires faculty members trained and interested in teaching such courses. Attempting to "internationalize the curriculum" requires a major commitment to faculty development.

  2. Internationally Focused Research. This strategy is also very common and is also often used as a first step in internationalization. It can embrace traditional academic research oriented to the international academic community or applied research directed to the professional business community. Alternatively, it can include the development of major international research programs based on country studies or policy issues. This strategy also involves a major faculty commitment.

  3. Foreign Students, Exchanges and Study Abroad Experiences. This strategy emphasizes providing students with international experiences. There are several ways to do this. First, you can encourage foreign students to attend your program, through a proactive recruiting program or through a student exchange program (usually in exchange for your students being allowed to study at the exchange students' university). This allows domestic students to interact with foreign students in classroom and social settings. Second, you can send domestic students to study abroad through student exchanges, through specialized study abroad programs at foreign universities, or through so-called "island programs." Island programs refer to programs that you sponsor abroad that are staffed by your faculty. The programs are typically of limited duration and, while they do not provide a complete international experience, they do provide excellent opportunities for travel and acquiring some language skills.

  4. Faculty Teaching and Research Exchanges. This strategy is essential for a school to truly add an international dimension to its management education programs. It requires providing funding to faculty for international travel and research activities at leading foreign universities. This will enable faculty members to take part in faculty teaching and research exchanges. Formal research agreements with appropriate universities in other countries can also be explored.

  5. Degree Programs -- Partnerships. Given student and faculty international knowledge and internationally focused research and exchange activities, the next strategic step is to develop complete degree programs. New or expanded degree programs in international business represent an ambitious undertaking that requires a major resource commitment. One approach in this area is to try to partner with a foreign institution and utilize the combined resources from such a partnership. Obviously developing such partnerships is a time-consuming and costly process that requires careful planning.

  6. Degree Programs -- Internal. This strategy represents the ultimate commitment to internationalization. It is dependent on a well-developed international curriculum and an internationalized faculty. It requires detailed planning and execution. Additional curriculum changes are likely needed, as well as a consideration of intensive language training and international internships. International internships are costly and difficult to arrange, but they provide a tremendous experience for students interested in international management and provide opportunities for job placement after graduation.

Other strategic approaches to internationalization are possible and include such things as non-degree continuing education, developing international management research centers, and hiring international faculty and staff. All of these approaches add to the growing collective experience with international management education. At the University of South Carolina's College of Business Administration we have been involved with international management education for more than 25 years. During this time period we have used virtually all of the strategies described above, often in a complementary manner. We have developed a truly international faculty and conduct internationally focused research. We have engaged in an ongoing process of curriculum reform involving more internationalization and have worked to recruit foreign students. Within our full-time MBA program we provide study abroad and exchange experiences at 12 universities in several foreign countries, including: Belgium, Finland, Denmark, England, France, Germany, the Netherlands, and Australia. In 1994, we entered into a formal partnership agreement with the Wirtschaftuniversitat Wien (WU-Wien, Vienna Economics and Business University), to offer a 15-month all-English language program of instruction leading to an International Master of Business Administration (IMBA) degree. This joint degree program enrolls about 50 students annually, from approximately 15 different countries. Students in this program take courses at both of the partner universities.

For more than 25 years we have offered a separate international graduate management education degree program. During this time period, the Master of International Business Studies (MIBS) degree program has become widely known and respected. Ranked either number one or number two in the specialization of International Business and Global Management by US News & World Report for the last eight years, it emphasizes foreign language training, cross-cultural studies, international internships, and a fully internationalized curriculum.

In spite of all the efforts that have been made in the international area we, and other schools, are still working to measure our progress with respect to our international programs. Evaluation in this area offers many challenges and opportunities. Among the questions to be answered are the following:

  • Has your institution internalized the value of internationalization to the point where it is of critical concern to faculty, staff, and students?
  • Have your internationalization efforts affected resources allocations and academic programs?
  • Have your internationalization efforts been reflected in rewards to faculty and staff?
  • Does foreign work experience and a second language ability have a major impact in the admission process for prospective students?
  • Are you actively recruiting faculty members whose research and teaching interests are international?
  • Are you providing the necessary support services for your international programs?
  • Are your students securing jobs that utilize their international management education?

I believe that there is a consensus about the desirability of internationalizing management education along one, or more, of several diverse dimensions. There is probably no choice given the fast pace of global economic development. Given the many ways in which globalization can be achieved, something can be done by small schools with limited budgets just as readily as larger schools with a bigger resource base. But, whatever you are doing, it is also clear that your internationalization efforts need to be evaluated on an ongoing basis with a commitment to continuous improvement.

References

"Name Change May Be In Store For AACSB; Board Structure and Election Procedures Face Revamping," AACSB Newsline, 27(3), (Spring, 1997), pg.12.

"Critical Decision on International Role Is Watershed Event for AACSB," AACSB Newsline, 26(2), (Winter, 1996), pp.1-4.

James W. Schmotter, "Talk is Cheap: Assessing Progress in Internationalization," presentation at 1993 AACSB Continuous Improvement Symposium, (September 13, 1993).

Michael A. Goldberg, "Managing the Internationalization of Management Education: Moving on Diverse Mutually Reinforcing Fronts Simultaneously," presentation at 1995 AACSB Going International Seminar, (March 5-7, 1995).